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Moving from Traditional to Responsive Mathematics Classrooms: A Proposition of an Intervention Model
Direct linkHaara, Frode Olav; Engelsen, Knut Steinar; Smith, Kari – Teacher Development, 2020
This article discusses how mathematics didactics can be inspired by and further developed through responsive pedagogy, understood as feedback directed at self-regulation and self-efficacy, in mathematics teaching. The authors explain the rationale behind an intervention model for improving mathematics teachers' feedback practices. The model is a…
Descriptors: Intervention, Feedback (Response), Self Management, Self Efficacy
Poyas, Yael; Smith, Kari – Teacher Development, 2007
The study discusses the professional identity and aspects of professional development of Clinical Faculty Teacher Educators (CFTEs) teaching methods courses in a College of Education during a time of change. The above aspects were revealed while analyzing data collected to evaluate an in-service professional development course for CFTEs. Data…
Descriptors: Communities of Practice, Professional Development, Student Teacher Supervisors, Teacher Educators
Peer reviewedvan der Westhuizen, Gert J.; Smith, Kari – Teacher Development, 2000
Researchers examined what South African and Israeli teachers reflected on in their portfolios when writing about professional growth. Teacher interviews and portfolio analyses indicated that what teachers included in their portfolios related to external factors (what was publicly rewarded and valued as good performance). Teachers viewed good…
Descriptors: Elementary Secondary Education, Faculty Development, Foreign Countries, Portfolios (Background Materials)
